Relationships are regarded as an important aspect of any organization's life. The purpose of this study was to investigate staff perceptions and experiences of interpersonal relationships between management and lecturers in a Namibian College of Education. I conducted a case study at the College where I teach. Two methods were used to collect data. Firstly, semi-structured interviews with two management members, two senior lecturers and two lecturers. Secondly, observation where practical aspects of interpersonal relationships in the College were observed. I used the interpretational data analysis technique to analyse my data. Themes and patterns were identified in the data, coded and sorted into categories. The study revealed staff unhappiness about the current situation in the College as far as communication is concerned. The College's hierarchical structure was described as top-down. As such, it does not allow for face to face communication. There is an absence of any social cohesion or sense of community. Relationships at a College level are characterized by personal conflict and difference. However, the study revealed a satisfaction with communication and relationships at a dl'partmentallevel. Five key features of interpersonal communication that are lacking in the College and that contribute to the unhealthy relationships in the College were identified. These are trust, respect, openness, feedback and the sharing of ideas and knowledge. Due to their absence, the College is divided into cliques. A strong desire for the establishment of interpersonal norms of openness, respect, honesty and trust was expressed. Participants expressed the need to establish an organization structure that allows for interaction with others in the College, flatter structures, teamwork and a collaborative cultu re. The study also emphasized participative democracy in building relationships. Participation in decision making is seen as satisfying the personal need to experience a sense of influence and achievement. There is evidence of a desire for distributed leadership where the College staff as a group of professionals lead the College collectively and collaboratively. There is a strong desire for a College where people are liked , valued, accepted by others and recognized for their efforts. Finally, Organization Development is recommended as an approach to enhance College staff relationships.

The topic of the master thesis is the role of insolvency administrator in bankruptcy and dischargeofdebts. The thesis defines the role of an insolvency administrator in an entire process of aninsolvency proceeding, from administrator nomination to the end of the procedure. The first part of thesis describes the historical development of the legislation of insol-vency proceeding and its characteristic. The second part of the thesis is focused on the figure of the insolvency administrator and administrator and his nomination together with the conditions, how to get the authorization to exercise this function. The practical part of the thesis is focused on the comparison of the legislation ofinsol-vency proceeding before the amendment of the Act about insolvency from 1. 1. 2014 and the recent way of proceeding. In this comparison I am focusing on analysis of terri-torial action of individual insolvency administrators. All the information I have found, I use in practice thanks to the company Alva s.r.o., which provided me all the documen-tation needed to find out, if all the insolvency administrators work in the same way or not, and if they work as they should. In the conclusion of my thesis there is a summary of all the facts I have found out.

Made available in DSpace on 2015-05-14T12:20:05Z (GMT). No. of bitstreams: 1 ArquivoTotalSidneia.pdf: 1609286 bytes, checksum: 4b55e6ed4760c49ba87ca04abd12947c (MD5) Previous issue date: 2013-03-05 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / This study aims to analyze the process of supervised stages of the course from administration the perspective of action learning, to serve this purpose were established as specific objectives: describe the process in Supervised stages Administration course in two Higher Education Institutions; identify the perceptions of the students during the learning experience Stages Supervised and set facilitating factors and limiting the Supervised learning. The research was conducted in two higher education institutions in the Northeast, one public and one private. Theories of adult learning and experiential learning formed the basis for investigations which were buoyed by the Learning in Action The research part of a qualitative conception, as a form of interpretive research, we opted for the multiple-case study, the subjects of research were selected according to availability to participate in the study, 20 people participated in the survey. Data were collected through semi-structured interviews with two course coordinators, four sessions were held focus groups with 9 students and 9 teachers in both Higher Education Institutions. The results revealed that the process of supervised training is institutionalized in Educational Projects Course, according to the legislation. The institutions have different ways of offering the internship, in common, is the association between stage and Work of Course Completion. In private institution stage occurs through two modes, the traditional format, the student performs supervised internship in an organization and presents the final monograph, another modality through simulated business, students makes interactions similar to the real world and report the experience. In public institution, the student enrolled in the disciplines of Stages supervised, is not linked to an organization, their contact is limited to data collection, the development stage is linked to the End of Course Work in monograph form or intervention project However, students and teachers, say the monograph prevails. The learning in supervised training was not perceived as a priority, the prevailing concern in performing the Work of Course Completion. Among the factors that facilitate the learning stage, is the motivation of the students who appear eager to experience practical experiences among the limiting factors, structure problems, few teachers in relation to student numbers and cultural problems, were more pointed in speeches. The voluntary internship emerged as an alternative for courses taking better learning experiences in these activities, look more priority, considering that all formal structure is already mobilized by the Institution of Higher Education, which designates a supervisor and internship requires the preparation of Final report to the Learning in Action can provide a favorable way for operationalization of this activity. / Este estudo se propõe a analisar o processo de estágio supervisionado no curso de Administração sob a perspectiva da aprendizagem em ação. Para atender esse propósito, foi desenvolvida uma pesquisa em duas Instituições de Ensino Superior no Nordeste brasileiro, as quais obtiveram conceito máximo na última edição publicada do Exame Nacional de Desempenho dos Estudantes em 2009. São duas instituições tradicionais no Estado e atuam há mais de três décadas no ensino superior, sendo uma pública e outra privada. As teorias da aprendizagem de adultos e aprendizagem experiencial serviram de base para as investigações que foram balizadas pela Aprendizagem em Ação. A pesquisa parte de uma concepção qualitativa, como uma forma de investigação interpretativa, onde se optou pelo estudo de casos múltiplos. Os sujeitos da pesquisa foram 20 no total, selecionados de acordo com a sua disponibilidade. Os dados foram coletados por meio de duas entrevistas semi-estruturadas, com os coordenadores dos cursos. Foram realizadas quatro sessões de focus groups, duas em cada instituição; uma com alunos e outra com professores. Os resultados revelam que o processo de estágio supervisionado encontra-se institucionalizado nos Projetos Pedagógicos dos Cursos, conforme previsto na legislação. As instituições apresentam formas diferentes de ofertar o estágio; em comum, está a associação entre Estágio Supervisionado e Trabalho de Conclusão de Curso. Na instituição privada o estágio ocorre por meio de duas modalidades: no formato tradicional o aluno realiza o estágio em uma organização e apresenta ao final a monografia; na modalidade de simulado empresarial o aluno faz as interações semelhantes ao mundo real e apresenta um relatório de vivência. Na instituição pública, o aluno matricula-se nas disciplinas de Estágio Supervisionado, mas não é vinculado a uma organização; seu contato limita-se a coleta de dados; o estágio resulta na elaboração do Trabalho de Conclusão de Curso, na modalidade monografia ou projeto de intervenção, entretanto, alunos e professores, afirmam que prevalece a monografia. A aprendizagem no estágio supervisionado, não foi percebida como prioridade, prevalecendo a preocupação em realizar o Trabalho de Conclusão de Curso. Entre os fatores facilitadores da aprendizagem do estágio está a motivação dos alunos que se mostram ansiosos por vivenciar experiências práticas. Entre os fatores limitantes, problemas de estrutura, poucos professores em relação ao número de alunos e problemas culturais, foram os mais apontados nos discursos. O estágio voluntário emergiu como alternativa para os cursos aproveitarem melhor as experiências de aprendizagem nessas atividades e os pressupostos da Aprendizagem em Ação possibilitam um caminho favorável para sua operacionalização, desde que seja criada uma estrutura de acompanhamento das atividades que priorize o aprendizado obtido por meio da experiência vivenciada pelo aluno, considerando que toda uma estrutura formal já é mobilizada pela Instituição de Ensino Superior que designa um supervisor de estágio e exige a elaboração de um relatório ao final.

In this project-collaboration between Växjö University and Sideum company- a matchmakingportal is designed. This portal’s purpose is to ease the communication betweenVäxjö university’s students who are interested in doing their final thesis/project in anenvironment outside the university and companies which have some appropriatethesis/projects for these students and would like their projects to be done by them.There are different kinds of users that have different roles on this portal. The majorusers are students and companies which take the most advantage of this website.Once a student registers her name and completes her profile, she will receive emailscontaining information about uploaded projects on the portal by companies, which aresuitable according to what she already has mentioned in her profile. She can also searchherself to find her desired project as soon as companies upload their projects on the portal.On the other hand companies can search to find students who meet their requirements.Administrators of the portal are able to do match-making between students andcompanies. They access to every part of the portal and have right to edit, delete, change,upload, making reports and supervise the system.Other groups are guests of system. Guests are users of the system who are not registeredyet, they will not receive any email about uploaded thesis/projects on the portal but theycan search for them, themselves.

With the emergence of technology and the increased demand for online courses, traditional classroom facilitators, instructors and trainers are nervous, reluctant and sceptical to teach in the online environment because they do not know what is expected of them. The research goal was to establish what different roles the online facilitator played in the online environment as well as to identify which people competencies, thinking competencies and energy competencies the online facilitator needed to function in the online environment. The basis for this instrumental case study was the eLearn ORO 880 online module for the Master’s degree in Computer Assisted Education. The module simulated the popular reality television series, Survivor, implementing the same rules and events that took place in the television series – the location just shifted to cyberspace. The name was adapted to CyberSurfiver, emphasising ‘surf’, to indicate surfing the Internet to get to various locations. A specific online facilitator was selected because this facilitator had experience in teaching and facilitating online classes. She was also one of the students who obtained a distinction for this module in 1998 and had experience of the demands of this module. This online facilitator was particularly interested to facilitate this module for personal development reasons. Data were gathered by means of researcher field notes, being an observer participant; a focus group interview and a face-to-face interview with the online facilitator; a self-administered e-mailed questionnaire and various sets of text messages, after using pre-selected web-based communication tools. Content analyses were done by comparing the online facilitator’s text messages to the Blignaut and Trollip (2003) taxonomy of faculty participation in asynchronous learning environments to establish the online facilitator’s roles. The researcher conducted a second content analysis of the facilitator’s text messages to identify the ‘visible’ online facilitator roles. The researcher used the Blignaut&Trollip (2003) taxonomy as a framework. For visibility, the online facilitator fulfilled five roles: administrator, to conduct timeous course administration; social supporter, to maintain social and emotional support; instructor, to facilitate the learning process; guide, to encourage interactivity to foster the building of new knowledge; mediator, to ensure fair play. The identified five roles where then subjected to the Work Profiling System Job Analysis Questionnaires (JAQs) to rate ‘high’ and ‘extreme’ people competencies, thinking competencies and energy competencies for the role of an online facilitator. The results generated in the Work Profiling System report indicated that the online facilitator needed at least 13 competencies to be effective in the role of an online facilitator. The identified ‘high’ and ‘extreme’ people competencies were inter alia: motivating others; developing others; interpersonal sensitivity; teamwork; building and maintaining relationships. The identified ‘high’ and ‘extreme’ thinking competencies were inter alia: judgment; information gathering; problem analysis; written communication skills; technical skills and competence. The identified ‘high’ and ‘extreme’ energy competencies were inter alia: self-confidence; persuasiveness and oral communication skills. / Thesis (PhD)--University of Pretoria, 2005. / Curriculum Studies / Unrestricted

This thesis is focused on function of insolvency administrator, both in terms of requirements imposed on the performance of insolvency administrator, and in the terms of the obligations that insolvency administrator has to execute in course of the insolvency proceedings. The objective of this thesis is analyzing function of insolvency administrator from the point of view of his position, powers and responsibility in insolvency proceedings. The objective of this thesis is also to test hypothesis, whether a new system of appointment of insolvency administrators based on rotational principle can be considered as effective and whether it truly led to higher transparency of appointment of insolvency administrators.

The diploma thesis deals with insolvency proceedings where the debtor's bankruptcy is solved by discharge of debts by fulfilment of the instalment schedule. The aim of the thesis is to verify three hypotheses expressed in the introduction. The author evaluates bill amending Act no. 182/2006 Coll., On Bankruptcy and Its Resolution (Insolvency Act), as amended, and certain other acts, which should become effective on 1 September 2016, particularly in the context the provision of services in the elaboration of an insolvency petition relating to the proposal to permit debt relief. More attention is paid to the performance of debt relief instalment schedule, especially Deductions from income of the borrower when one income, foreign income and income arising from the donation agreement or contract for retirement. The paper also compared the liquidation of seized property of the debtor in insolvency proceedings and enforcement proceedings. Finally, the work contains several proposals de lege ferenda, opinions of the author and their own approaches to solving problems associated with Discharge of debts by fulfilment of the instalment schedule.

SAMMANFATTNING  Bakgrund: Sjuksköterskors professionella utveckling kan förstås som en del i ett livslångt lärande inom ramen för yrkeslivet och visar positiva effekter för sjuksköterskors arbetstillfredsställelse, önskan att bidra till den verksamhet de arbetar i och för att minska arbetsrelaterad stress. Professionell utveckling är också förenat med positiva effekter för patienternas vård. Inom slutenvårdens vårdavdelningar är vårdenhetschefen sjuksköterskans närmaste chef. Vårdenhetschefen har avgörande betydelse för sjuksköterskans professionella utveckling genom att vara en förebild och skapa en gynnsam miljö för lärande på enheten. Hur vårdenhetschefen uppfattar fenomenet professionell utveckling kan påverka vårdenhetschefens agerande och interagerande med sjuksköterskorna på vårdavdelningen. Syfte: Att beskriva hur vårdenhetschefer inom slutenvården uppfattar innebörden av professionell utveckling för sjuksköterskor på vårdavdelning.  Metod: En intervjustudie med fenomenografisk ansats där 12 vårdenhetschefer intervjuades. Resultat: Tre kvalitativt skilda uppfattningar av professionell utveckling, med olika grad av komplexitet urskiljdes; A) Professionell utveckling är att arbetsgruppen når grundläggande kompetens för sin uppgift, B),Professionell utveckling är en medvetenhet, acceptans och insikt hos den enskilda sjuksköterskan och C)Professionell utveckling är att ta tillvara den enskilda sjuksköterskans förutsättningar och kompetens i verksamheten.  Konklusion: De olika uppfattningarna hänger samman med hur vårdenhetschefen ser på sin egen roll i relation till professionell utveckling och vilka aktiviteter för professionell utveckling de prioriterar. Vårdenhetschefens uppfattning påverkar också dennes ambition och ansvarstagande för sjuksköterskors professionella utveckling. Trots vårdenhetschefens befogenheter var det få som framhöll betydelsen av sin egen roll för sjuksköterskors professionella utveckling. Detta gör att sjuksköterskan står ensam i att hitta utvecklingsvägar för sig själv vilket medför risk att sjuksköterskans kompetens inte utvecklas i enlighet med verksamhetens behov och att kompetens inte tas tillvara i verksamheten. / ABSTRACT Introduction:Nurses’ continuing professional development (CPD) can be understood as part of life-long learning in working life. CPD shows positive effects on nurses’ work satisfaction, on their wish to contribute to their workplace and in reducing work-related stress. In addition, CPD has positive effects on patient care. The nurse manager is the closest manager of the nurse on inpatient wards and has a crucial impact on nurses’ CPD by acting as a role model and creating a learning environment on the ward. How nurse managers understand the meaning of nurses’ CPD affects how they act and interact with nurses on the ward.  Purpose: To describe how nurse managers in inpatient care understand the meaning of CPD for nurses on hospital wards. Method: A phenomenographic interview study was conducted and 12 nurse managers were interviewed. Results: Three qualitatively different perceptions, of varying complexity, were found. A) CPD is when the working group reaches the basic level of knowledge necessary to do their work, B) CPD is the nurses’ awareness, acceptance and insightand C) CPD means to use the nurses’ prerequisites and competence within the organization. Conclusion:These perceptions are connected with how the nurse managers view their role in CPD and which learning activities for CPD are their main priority. Their different perceptions can affect and be affected by the situation on the ward where the nurse manager works. Their perception also affects their ambition and responsibility when it comes to nurses’ professional development. Despite their job description, few nurse managers highlighted their own impact on nurse CPD. This may lead to the nurse standing alone when seeking ways to achieve development. There is a risk that individual nurses’ competences may not be used within their organization.

Ces dernières années, de nombreuses organisations professionnelles ont pris un important tournant gestionnaire. Les professionnels sont enjoints à intégrer dans leur rôle de nouvelles prérogatives et à mobiliser des instruments de gestion. L’injonction ainsi adressée aux professionnels interroge, dans le même temps, les rôles des gestionnaires traditionnels. Cette thèse s’intéresse à la manière dont les instruments de gestion, incarnation d’une logique économique et gestionnaire nouvelle, interviennent dans la constitution des rôles organisationnels. Afin de mieux saisir ce phénomène, nous étudions le cas du déploiement d’instruments de contrôle de gestion dans un important hôpital public français. Les hôpitaux sont en effet soumis à des exigences d’efficience croissantes, tant sur le plan économique que celui de la qualité des soins. Dans le sillage des réformes du financement des hôpitaux (tarification à l’activité) et de la nouvelle gouvernance, certains médecins et cadres de santé sont désormais en charge de la gestion de pools de services (pôles). Ils sont responsabilisés par le biais de contrats de pôle passés avec la direction, et sont invités à gérer leur pôle en mobilisant des instruments de suivi financiers inédits. En nous appuyant sur la théorie de l’acteur-réseau et en considérant l’établissement de nouveaux phénomènes socio-organisationnels comme un mouvement d’associations entre objets et humains, nous mettons en évidence l’action conjointe des instruments de gestion et des individus dans la constitution des rôles : les instruments de gestion ouvrent de nouvelles voies de pensée et d’action pour les individus, et les individus mettent en pratique ces instruments de multiples façon. Si les instruments de gestion prescrivent de nouveaux rôles de gestion, nous montrons que ce sont les interactions à l'oeuvre, entre instruments et individus, qui conduisent à l'internalisation du rôle prescrit. Sur un plan plus empirique, nous soulignons la nécessité de mener une réflexion locale tant sur la forme des instruments introduits et leurs finalités, que sur les missions des professionnels responsables de pôles et de directions fonctionnelles. / In the last few years, many professional organizations have gone through decisive managerial changes. Professionals are asked to take on new responsibilities and use management tools. At the same time, this new demand infringes on the role of classical managers. This thesis examines how management tools, as the embodiment of a new economic and managerial logic, impacts the building of organizational roles. In order to deepen our understanding of this phenomenon, we study the implantation of management accounting tools in a large French public hospital. Hospitals are currently facing growing demands for efficiency, in terms of costs and quality of care. Following the financing (prospective payment system) and governing reforms, some doctors and head nurses become responsible for a pool of services (clinical divisions). They are made responsible through a contractual engagement with the hospital management, and are encouraged to manage their division using new financial monitoring tools. Using the actor-network theory, we see the emergence of a new social-organizational phenomenon as a movement of associations between objects and humans. We thus show the joined action of management tools and individuals in the building of roles: management tools open new possibilities of thinking and actions for individuals, while individuals put in practice these tools in multiple ways. Although management tools prescribe new managerial roles, role internalization may be achieved only when tools and individuals interact. From an empirical perspective, we underline the need to fine-tune both design and objectives of the tools, as well as clarifying the missions of clinical divisions’ heads and managers.

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